Lesson plan number 12 have content the lesson belongs to Unit 10. Bigger and better! of New Headway elementary book. It introduces the basic knowledge about the usage of comparatives and superlatives; vocabulary about city and country; comparing life in the city and country; writing to describe a place.
LESSON PLAN NUMBER 12 Object: Name of lesson: ER! Basic English UNIT 10. BIGGER AND BETT Period: 05 Time: 225 minutes Date: I. Introduction: The lesson belongs to Unit 10. Bigger and better! of New Headway elementary book. It introduces the basic knowledge about the usage of comparatives and superlatives; vocabulary about city and country; comparing life in the city and country; writing to describe a place II. Aims: Knowledge: Knowing the usage of comparatives and superlatives Understanding the vocabulary about city and country Enhancing writing skill: writing to describe a place Skill: Reading the vocabulary fluently Practicing speaking skill Practicing listening skill Attitude: Paying attention to the lesson Contributing the ideas to the lesson Working in groups enthusiastically. III. Preparation: Teacher: Curriculum: For students at Tay Nguyen School – Full time Teaching program: New Headway Elementary Teaching aids: Textbooks, pictures, handouts, computer, projector, board Testing and assessment: communicative approach, group discussion Students: Knowledge and experiences relating to the lesson: searching vocabulary about city and country Studying aids: Books, notebooks, pens, board, etc IV. Procedures: Class stabilization: ( 2’): Checking attendance Reminding class before teaching Check – up: (10’) 3. New lesson: (210’) STAGE TIME METHO DS Communi STARTER 15’ cative approach CITY LIFE & PRACTICE PRESENTA TION: 45’ Communi cative approach ACTIVITIES TEACHERS asks Ss to answer the questions: “where do you want to live, in the city or in the country?” “can you tell me the good things of the city?” “can you tell me the good things of the country?” 1. Ex 1: asks Ss to read the adjectives in the table asks Ss to match the adjectives with their opposites checks their answers asks Ss which adjectives describe city life, which adjs describe country life 2. Ex 2: asks Ss to listen to Joel and Andy comparing city and country life Play the CD twice checks: Do you agree with him? 3. Ex 3: Pronunciation Ask Ss listen then listen and repeat the sentence 4. Ex 4 Ask SS to make sentences comparing city and country life Ask some Ss to give their ideas Conclusion: form of comparatives: + short adjs: S1 + to be + adjer + than S2 + long adjs: S1 + to be + more adj + than S2 STUDENTS answer T’s questions TEACHING AIDS Book, board read the adjectives in the table match the adjectives with their opposites Slides Computer Board Speakers answer T’s questions listen and do the task Listen and repeat make sentences comparing city and country life give ideas listen to T PRACTICE 45’ COUNTRY 45’ LIFE & PRACTICE PRESENTA TION PARADISE ISLANDS PRESEN TATION 35’ Communi cative approach, group discussion Communi cative approach, group discussion Communi cative approach, 3. Practice 1: asks Ss to do practice 1 turns on the CD player for Ss to check their answers checks them again Ask Ss to practise 4. Work in pairs: asks Ss to work in pairs: compare their hometown and Hanoi 1. Ex 1: listening asks Ss to listen for gist Ask Ss to listen again and complete the conversation Ask Ss to practise the conversation à Conclusion: have/have got the form: (+) S + has/ have got () S + hasn’t/ haven’t got … (?) Has/ have + S + got….? compare “has/ have” with “has/ have got” 2. Practice 1: asks Ss to write the sentences using the correct form of “have got” calls on Ss to give their answers 3. Practice 2: role play Give instruction to Ss and check their understanding of the task 1. Asks Ss to read about 3 resorts and answer the question: Which one do you like best? Why? 2. Ex 2: asks Ss to do the exercise in pairs checks their answers by calling on students to give their answers à Have Ss draw the rule of superlatives: form: Short adjs: the + adjest Long adjs: the + most + adj do practice 1 listen to check Book, board work in pairs listen again and complete the conversation board, CD player, textbook listen to T take more examples do ex make conversation read about 3 hotels listen to T do the exercise in pairs in 10m do practice 1 in 6m Additional Photos PRACTICE 35’ Communi cative approach, example: I’m the tallest student in my class She is the most beautiful girl in my class irregular forms of adjs: Good à better à the best Bad à worse à the worst Little à less à least Much/ many à more à most 3. Practice 1: asks Ss to do practice 1 in 6m turns on CD player for Ss to check their answers checks again 4. Check it asks Ss to do the exercise checks their answers 5. Discussion : asks Ss to discuss: Who is the tallest? Who is the oldest? Who is the youngest? Who is the most intelligent? Who is the funniest? listen to check discuss the questions do the exercise in 5m Book Board Cassette 4. Review the lesson: (3’) Reviewing the knowledge in the lesson 5. Homework: Learning the vocabulary by heart Reviewing the grammar Practicing the listening skill Do exercises in workbook from page 47 to page 50 6. Evaluation: About content: ……………………………………………………………………………………………………………… About methods: …………………………………………………………………….……………………………………… About teaching aids: ……………………………………………………………………………………………………… About time: ………………………………………………………………………………………………………………… About students: …………………………………………………………………………………………………………… 7. References: [1]. Raymond Murphy, Cambridge University Press, English Grammar in Use, 2004 [2]. Liz and John Soars, Van Hoa Thong Tin Press, New Headway Elementary (the Third edition) BMT, date…….month…….year…… Dean Prepared by Mrs. Nguyen Thi Binh Nguyen Thi Mai Lan ... discuss the questions do the exercise in 5m Book Board Cassette 4. Review the lesson: (3’) Reviewing the knowledge in the lesson 5. Homework: Learning the vocabulary by heart Reviewing the grammar... Class stabilization: ( 2’): Checking attendance Reminding class before teaching Check – up: (10’) 3. New lesson: (210’) STAGE TIME METHO DS Communi STARTER 15’ cative approach CITY LIFE & PRACTICE PRESENTA